Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 04/12/2014 13/09/2011

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early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder is warm and friendly. As a result, children form close emotional attachments and feel secure within the setting. This supports children's emotional well- being.  Partnerships with parents are well established and make a positive contribution to meeting children's individual needs.  The childminder has a clear knowledge and understanding of her role and responsibility with regard to protecting children in her care from abuse and neglect.  Children make good progress in their learning and development. This is because the childminder has a secure understanding of the Early Years Foundation Stage and provides children with a wide range of stimulating and fun activities.

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It is not yet good because

 The childminder has failed to notify Ofsted of changes to persons aged over 16 years living on the premises. This means that appropriate checks have not been carried out to ensure the suitability of all persons living on the premises.  The childminder sometimes misses opportunities to support children to explore misconceptions they may have, for example, by looking up information in a book or sensitively discussing their thoughts and ideas further.  On occasion, the childminder does not provide appropriate resources to support children's good physical skills and independence further, such as children's scissors.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector had a tour of the premises and observed children playing.

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Inspection activities

 The inspector looked at children's learning and development records, a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder, her co-childminder and children at appropriate times throughout the inspection and conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the information provided in the childminder's self- evaluation document and through written parental comments provided through completed questionnaires.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of adult household members.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner, co- childminder, co-childminder's partner and co-childminder's two children Redcar. The whole of the ground floor and first floor bathroom, of the childminder's house is used for childminding. The family has a pet corn snake. The childminder collects children from the local schools. There are currently four children on roll, all of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure that Ofsted are provided with all relevant information to enable them to carry out the appropriate checks to ensure that all persons living on the premises are suitable.

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To further improve the quality of the early years provision the provider should:

 provide appropriate resources and support to encourage children to think through and explore any misconceptions they may have, for example, about the foods that animals eat

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To further improve the quality of the early years provision the provider should:

 develop children's independence and physical skills further by consistently providing them with the appropriate resources and opportunities to explore and try activities for themselves, for example, by providing children's scissors.

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who attend

Children make good progress in their learning and development. This is because the childminder has a secure knowledge of how children learn. Effective planning is in place to address children's individual needs and the childminder knows the children well. The childminder and her co-childminder provide a wide range of activities for children, which promote all aspects of children's learning and development. For example, children enjoy exploring different textures such as paint, play dough and shaving foam. They use resources, such as pencils, rolling pins, cutters and glue sticks which extend their small physical skills. However, the childminder does not consistently further extend their good physical development by ensuring that they have access to further age-appropriate resources, such as scissors. As a result, while making Christmas stockings material is cut for the children by the childminders. This does not further support children in becoming

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who attend

The quality of the childminder's teaching is good. She sits with children as they play and extends their vocabulary and learning as she reads books to them. For example, she encourages them to name animals and count and identify written numbers in the book. The childminder extends children's learning and communication skills as she asks children questions, such as 'Where do the animals live and what do they eat?' However, on occasion, she does not encourage children to explore any misconceptions they may have. For example, she does not sensitively encourage children to explore their thoughts or to find out the correct information when they state that 'Zebras eat bees and bugs'. The childminder helps children to develop the skills they will need for starting school. For example, she builds on their interest in handwriting by supporting them to write their name. In addition, she fosters their literacy skills as she prompts them regarding the initial

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who attend

sounds of words. Children are settled and have good fun with the childminder. They enjoy dancing and acting out favourite songs, such as 'Heads, shoulders, knees and toes'. This also promotes children's physical skills.

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who attend

The childminder has effective assessment procedures in place. She knows and understands the individual needs of children well and provides them with good opportunities to extend their learning. Children have individual learning journal files containing a range of good quality observations which are linked to the areas of learning. Children's progress is tracked regularly, including the completion of the progress check for children aged between two and three years. This ensures strengths and weaknesses are identified and results in activities which are based on children's next steps in learning. Parents have regular access to this information and are kept well informed about their child's progress. Parents talk regularly to the childminder and her co-childminder and share examples of children's learning at home. This means that a complete picture of children's development is obtained.

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The contribution of the early years provision to the well-being of children

Overall, children's well-being is compromised because the childminder and her co- childminder have failed to meet some of the welfare requirements in relation to safeguarding procedures so that persons living on the premises have not all undergone the required checks of their suitability. However, the childminder is warm and friendly and children are clearly happy and settled in her care. This is evident as they move around the space independently and confidently ask her for help or include her in their play. This successfully fosters children's emotional well-being. Flexible settling-in procedures which include, obtaining information from parents about children's routines and interests, help children to adjust at a pace that reflects their needs and parental requirements. This helps to support the smooth move from home into the childminder's care. The childminder supports children to develop the confidence, independence and skills they need as they

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The contribution of the early years provision to the well-being of children

move onto the next stage in their learning at nursery or school. For example, she encourages them to develop their self-care skills, such as dressing themselves and using the bathroom independently. In addition, they visit local groups and accompany older children to school. This helps to familiarise them with other settings.

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The contribution of the early years provision to the well-being of children

Children have ample space to play in the childminding home. Resources are plentiful, age appropriate and are stored at low level so that children can access them independently. The playroom displays a wide range of examples of the children work. This helps children to develop a strong sense of belonging at the setting and promotes their self-esteem. The childminder has a clear understanding of the importance of using age-appropriate behaviour management techniques. For example, she uses distraction and discussion to help children to learn right from wrong. A written behaviour policy is shared with parents prior to children starting. This supports consistency in managing children's behaviour. Consequently, children behave well in the childminder's care.

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The contribution of the early years provision to the well-being of children

Children's good health is promoted well. They have regular opportunities to be physical, for example, they visit the park and local wildlife centres. In addition, the childminder helps them to learn about healthy lifestyles through activities and discussion. For example, they make fruit smoothies and talk about which foods make their bodies strong. Children show their understanding of keeping healthy as they confidently explain that they must wash their hands before snack and they select individual hand towels. This reduces the risk of cross-infection. Meals are healthy and children have constant access to fresh water. This further supports their good health. The childminder provides regular opportunities for children to learn about keeping safe, for example, they practise road safety and visit local fire stations. The childminder also gives children sensitive reminders as they play, for example, not to climb the sofa as they may fall and hurt themselves.

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provision

The childminder has a suitable understanding of the safeguarding and welfare requirements. However, the childminder and her co-childminder have failed to notify Ofsted of changes to persons aged over 16 living on the premises. This is with particular reference to her co-childminder's partner moving into the childminder's home. This means that Ofsted have not been able to carry out the required suitability checks. The childminder accepts that this is a breach of the legal requirements and the requirements of the Childcare Register. However, as the co-childminder's partner is never on the premises when children are present, the risk to children is minimised. The childminder has a secure understanding of her role in protecting children from harm. She has completed training relating to safeguarding issues and is well informed about the procedures to take should she have a concern about a child in her care. The childminder and her co-

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provision

childminder ensure that the space in the childminding home is safe for children to play. They have completed written risk assessments and use appropriate safety equipment to ensure that any hazards are identified and minimised. This includes using stair gates and keeping external doors locked. In addition, the childminders ensure that children are always supervised. All documentation required to meet children's needs is in place. This includes children's details, accident records and a record of attendance. Both childminders hold a first aid certificate; this means that any accidents could be addressed quickly and appropriately.

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provision

The childminder works effectively alongside her co-childminder to monitor the educational programme they provide. They make good assessments of children's progress and use detailed planning to ensure that all areas of learning are covered well. The childminder and co-childminder discuss their practice on an ongoing basis; reflecting on what has worked and what they can improve. In addition, they have completed the Ofsted self- evaluation form using feedback from parents. As a result, they have identified clear areas for development, such as making the outdoor space suitable for children to use. The childminder has also addressed all of the recommendations raised at the previous inspection. For example, a fire blanket is now in place in the kitchen. This demonstrates a positive attitude towards continuous improvement.

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provision

Effective two-way partnerships with parents and other settings are established to ensure that children's individual needs are met well. For example, the childminder shares information with local nurseries. Parents have a good understanding of the service that the childminder and her co-childminder provide. This is because they receive a copy of their policies at the start. Feedback from parents is very positive. For example, they state that the childminder's are 'fantastic' and that they '...would not want their children to go anywhere else'.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that Ofsted are informed of the name, date of birth, address and telephone number of any person aged 16 or over working or living on the premises (compulsory part of the Childcare Register)  ensure that Ofsted are informed of the name, date of birth, address and telephone number of any person aged 16 or over working or living on the premises. (voluntary part of the Childcare Register)

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY425484 Local authority Redcar & Cleveland Inspection number 870233 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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